Gallaudet University Laurent Clerc National Deaf Education Center Creating a Multicultural School Climate for Deaf Children and Their Families Instructional Approaches

About the Authors Introduction Responding to Changing Needs Instructional Approaches Choosing Materials Leadership Issues Resources for a Multicultural School Climate Sharing Ideas Home Page

Creating a multicultural school climate entails an analysis of curricula and instructional approaches as well as the materials and resources available to students. Rather than designing specific study units that focus on single cultures, or acknowledging various groups of people only on designated holidays—Martin Luther King's birthday, for example—work toward multicultural consciousness in all areas of the curriculum. A multiculturally responsive classroom environment encourages students to appreciate diversity, to develop awareness of the needs of others, and to demonstrate respect for individual differences. The challenge is to design learning activities that encourage students to be sensitive to others, to employ critical thinking, to overcome negative attitudes, and to develop a positive self-identity, based on their own strengths rather than on the weaknesses of others (Derman-Sparks, 1989). The following kinds of strategies can help schools create more inclusive curricula and instructional approaches. Create a family atmosphere in the classroom, encouraging students and teachers to share their accomplishments, fears and struggles in social, as well as academic, areas. Integrate study of the languages, history, customs, and perspectives of different peoples throughout the curriculum. For example, during language instruction, introduce words and signs from different languages (Mommy-Mami, Daddy-Papi, Grandpa-Abuelito, Grandma-Abuelita). Lessons dealing with foods or clothing should include ethnic dishes or costumes that are familiar to children from different backgrounds. Approach the study of holidays and historic events from the perspectives of all the peoples involved. For example, how do Native Americans see Thanksgiving? This approach can build students' understanding of various points of view and empower them to challenge accepted “facts.” Use art, music, and movement to celebrate the creative elements of different cultures. Utilize learner-centered rather than teacher-directed classroom approaches. That is, involve students in the learning process through such interactive teaching strategies as cooperative learning and whole language approaches. Encourage students to use dialogue journals and other ways of sharing their experiences and relating new learning to their own experience and perspectives. Provide learning environments that are student-centered and supportive, getting students from a variety of cultures involved in shared learning experiences. Form planning groups of students and teachers to design thematic units that reflect issues and themes relevant to their lives. Encourage family and community members to participate in every aspect of the instructional program: Ask for parent volunteers to serve as classroom aides or field trip chaperons. Create opportunities for students to get to know many different kinds of people and learn about their similarities and differences.

Contact Ken Kurlychek with comments or suggestions about this web page. Last modified July 22, 1997 Copyright © 1997 All Rights Reserved Laurent Clerc National Deaf Education Center Gallaudet University 800 Florida Ave. NE Washington, DC 20002-3695